ࡱ> g :FbjbjVV 4r<r<=c ,,,8dLT,)1\(sD0000000$3760;;;00;0;0.|l0 hbp/000)1/7:7$l07l0(;;;;;;;00;;;)1;;;;7;;;;;;;;; : San Jos State University Department of English and Comparative Literature English 1A: Composition I, Section 21, Fall 2011 Instructor:David CoadOffice Location:Faculty Offices (FO) 226Telephone:(408) 673-0539Email:davidtcoad@gmail.comOffice Hours:Monday 12:00 pm 1:00 pm and by appointmentClass Days/Time:MW 10:30 am 11:45 amClassroom:Hugh Gillis Hall 217Prerequisites:Placement by the English Proficiency Test (EPT), or passage of an approved substitute course for the EPT.GE/91 Studies Category: GE Area A2Course Description English 1A is the first course in 91s two-semester lower-division composition sequence; it provides an introduction to baccalaureate-level composition, with attention to the personal voice and personal experience, on the one hand, and the more formal attitudes and demands of writing at the university (expository and argumentative essays), on the other. Students will develop college-level reading abilities, rhetorical sophistication, and writing styles that give form and coherence to complex ideas and feelings. Welcome to English 1A, a course designed to help students engage with reading, and especially writing, on a whole new level. This section of English 1A will engage students in critical thinking about themselves, their writing habits and abilities, and class readings. Students will also learn to articulate their thoughts about their lives, writing abilities, and class readings in college-level academic discourse. Finally, students will learn how to reach outside of their own personal sphere to communicate effectively with various audiences. Learning Objectives Students shall achieve the ability to write complete essays that demonstrate college-level proficiency in all of the following: Clear and effective communication of meaning. An identifiable focus, tailored to a particular audience and purpose (argumentative essays will state their thesis clearly and show an awareness, implied or stated, of some opposing point of view). The ability to perform effectively the essential steps of the writing process (prewriting, organizing, composing, revising, and editing). The ability to explain, analyze, develop, and criticize ideas effectively. Effective use within their own essays of supporting material drawn from reading or other sources. Effective organization within the paragraph and the essay. Accuracy, variety, and clarity of sentences. Appropriate diction. Control of conventional mechanics (e.g., punctuation, spelling, reference, agreement). GE/91 Studies Learning Outcomes (LO) Upon successful completion of this course, students will be able to: SLO 1: Students shall write complete essays that demonstrate the ability to perform effectively the essential steps in the writing process (prewriting, organizing, composing, revising, and editing). SLO 2: Students shall write complete essays that demonstrate the ability to express (explain, analyze, develop, and criticize) ideas effectively SLO 3: Students shall write complete essays that demonstrate the ability to use correct grammar (syntax, mechanics, and citation of sources) at a college level of sophistication. SLO 4: Students shall write complete essays that demonstrate the ability to write for different audiences. Required Texts/Readings Textbooks Andrea Lunsford, The Everyday Writer with 2009 MLA and 2010 APA Updates. Spiral Bound, 4th edition, 2010, Bedford Books. 978-0-312-66486-2. Bruce Ballenger, The Curious Writer, Concise Edition.Longman (part of Pearson group), 3rd edition, 2011.ISBN 9780205780198. Robert Atwan, The Best American Essays, 6th edition.Cengage, 2011. ISBN 9781439083871. All three books are available at the 91 Bookstore. If you decide to buy through another source, make sure you get exactly the same books in the correct edition. In addition to these textbooks, you will need a notebook or binder in which you can keep class notes and handouts. Blue or Black pens and bluebooks for in-class essays are also required. A college dictionary is recommended. Classroom Protocol General: Students are expected to come to class on time having done the readings listed for that day on the class schedule. Electronic Devices: No cell phones, laptops, or iPods are allowed in class. Electronic reading devices may be allowed in class with the permission of the instructor. Such devices should be used for consulting an e-textbook only. If the instructor believes for any reason that such devices are being abused (aka used for material not related to class), the instructor may revoke the privilege to use electronic reading devices in class. Late Work: All late work will have a grade penalty. Work turned in after the beginning of the class period when it is due up until one day late will drop one whole letter grade (B to C, etc). Each day after that, it will drop an additional third of a grade (B to B-, etc.). All essays must be completed in order to pass the course. TurnItIn.com: All out-of-class essays MUST be turning both in a hard copy to the instructor in class, and at TurnItIn.com, a plagiarism detection site. Plagiarism of any kind, including reusing your own papers or a friends papers, may be detected on TurnItIn.com. More information about TurnItIn.com will be announced in class before the first out-of-class essay due date. Dropping and Adding Students are responsible for understanding the policies and procedures about add/drop, grade forgiveness, etc. Refer to the current semesters  HYPERLINK "http://info.sjsu.edu/static/catalog/policies.html" Catalog Policies section at http://info.sjsu.edu/static/catalog/policies.html. Add/drop deadlines can be found on the  HYPERLINK "http://www.sjsu.edu/academic_programs/calendars/academic_calendar/" current academic calendar web page located at http://www.sjsu.edu/academic_programs/calendars/academic_calendar/. The  HYPERLINK "http://www.sjsu.edu/aars/policies/latedrops/policy/" Late Drop Policy is available at http://www.sjsu.edu/aars/policies/latedrops/policy/. Students should be aware of the current deadlines and penalties for dropping classes. Information about the latest changes and news is available at the  HYPERLINK "http://www.sjsu.edu/advising/" Advising Hub at  HYPERLINK "http://www.sjsu.edu/advising/" http://www.sjsu.edu/advising/. Assignments and Grading Policy Participation (10%): Active participation in classroom discussion is worth 10% of the final grade for the course. This class will also have a Facebook group where students will post responses to readings and/or answers questions about the readings on the groups wall. These posts will factor into the participation grade. The Facebook group page will also serve as a forum where students can ask questions about assignments and due dates. Inappropriate behavior of any kind in class or on the Facebook group page will not be tolerated, and will affect the participation grade. In-class Essays (5% each X 2 essays = 10%): Four in-class essays will be worth 5% each. The first essay (ungraded) is a baseline essay to evaluate the students strengths and areas of potential growth in writing. The second essay is practice for the final exam. Finally, the third essay is a reflective piece for the students to reflect on what they have learned over the course of the semester. Personal Narrative Essay (8%) In this 1000 word essay, students will write about an important memory that has shaped they way they think about a particular issue today. The objective of this essay is to learn how personal experience can be a powerful tool in creating meaning for oneself and for others, while learning the importance and challenge of taking a personal experience and communicating it clearly to others. Literacy Narrative (8%) Students will write 1000 words about a memory related to reading or writing, with special emphasis on how their experiences have shaped them as writers. There is also a rough draft of the Literacy Narrative due a week and a half before the final essay is due. If the student does not turn in a rough draft, his or her essay will drop one full letter grade (B to C, etc.). Critical Response Essay (8%) Students will write a 1000 word response to either On Seeing England for the First Time by Jamaica Kincaid or Silent Dancing by Judith Ortiz Cofer. Students also have the option of responding to both pieces in their essay. Responses should look critically at the text while also explaining how the student positions him or herself in relation to the essays points of view. Proposal Essay (8%) Students will explore the details of a problem related to school, politics and government, or another appropriate subject and then propose and promote a possible solution to the problem in this 1000 word essay. Students will be asked to pick an audience other than the instructor or the class, such as a member of San Jose States administration, a senator, etc. Argumentative Essay (12%) Students will seek to persuade their audience of a point of view they hold using argumentative reasoning. Special focus will be on using the three rhetorical appeals: ethos, pathos, and logos. This essay is longer than the other essays, 1750 words, and it is consequently worth more of the final grade. Group Grammar & Style Presentations (8%): Students will present on a grammar or style topic in groups of four. Topics (e.g. parallelism, or active and passive voice) will be chosen from a list of acceptable options. The presentation will last approximately fifteen minutes and must include a PowerPoint presentation. Each group member must talk during the presentation, and each group must come up with either a worksheet or a group activity for the class that helps teach the grammar or style topic. Peer Revision Workshops (8%): On peer revision days, students are required to have a rough draft of the current essay. If students do not have a rough draft, they will receive a zero for that peer revision workshop. Students will be graded on their ability to thoughtfully and thoroughly respond to their peers writing, both verbally and on paper. Final Exam (20%): The same final exam is taken by all of the students taking English 1A during the semester. It consists of a timed writing that will occur on Saturday, December 3, 8am to 10am. The English Department requires the final exam to be 20% of the final grade for the course. Grading: A-F. This class must be passed with a C or higher to move on to English 1B (C- is not acceptable for 1B). A passing grade in the course signifies that the student is a capable college-level writer and reader of English. Grade Breakdown: 10% Participation 5% In-class essay #2: Practice for the Final Exam 5% In-class essay #3: Reflect on the Semester 8% Literacy Narrative 8% Personal Narrative Essay 8% Critical Response Essay 8% Proposal Essay 12% Argumentative Essay 8% Group Grammar & Style Presentation 8% Peer Revision Workshops 20% Final Exam University Policies Academic integrity Your commitment as a student to learning is evidenced by your enrollment at San Jose State University. The  HYPERLINK "http://www.sjsu.edu/senate/S07-2.htm" Universitys Academic Integrity policy, located at http://www.sjsu.edu/senate/S07-2.htm, requires you to be honest in all your academic course work. Faculty members are required to report all infractions to the office of Student Conduct and Ethical Development. The HYPERLINK "http://dev.sjsu.edu/studentconduct/"Student Conduct and Ethical Development website is available at http://www.sa.sjsu.edu/judicial_affairs/index.html. Instances of academic dishonesty will not be tolerated. Cheating on exams or plagiarism (presenting the work of another as your own, or the use of another persons ideas without giving proper credit) will result in a failing grade and sanctions by the University. For this class, all assignments are to be completed by the individual student unless otherwise specified. If you would like to include your assignment or any material you have submitted, or plan to submit for another class, please note that 91s Academic Policy S07-2 requires approval of instructors. Campus Policy in Compliance with the American Disabilities Act If you need course adaptations or accommodations because of a disability, or if you need to make special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible, or see me during office hours. Presidential Directive 97-03 requires that students with disabilities requesting accommodations must register with the  HYPERLINK "http://www.drc.sjsu.edu/" Disability Resource Center (DRC) at http://www.drc.sjsu.edu/ to establish a record of their disability. English 1A: Composition I, Fall 2011, Course Schedule Reading assignments are due on the day where they are listed. The course schedule below is subject to change. Any changes will be announced in class. Table  SEQ Table \* ARABIC 1 Course Schedule WeekDateTopics, Readings, Assignments, Deadlines1 W 8/24 Introduction to the Course2M 8/29In-class Essay #1: Baseline Essay, 750 words (SLO 1, 2, 3, 4)W 8/31BAE (p. 49-56): Hair by Marcia Aldrich BAE (p. 83-92): The Blue Machinery of Summer by Yusef Komunyakaa3 M 9/5 No Class: Labor DayW 9/7The Curious Writer (p. 75-106), Ch. 3: Writing a Personal Essay 4 M 9/12 Personal Narrative Essay DUE, 1000 words (SLO 1, 2, 3, 4)W 9/14Prewriting for Literacy Narrative (SLO 1) The Everyday Writer (p. 57-67), Planning and Drafting BAE (p. 139-146): Mother Tongue by Amy Tan5 M 9/19 The Curious Writer (p. 3-37): Ch. 1: Writing as Inquiry Rough Draft of Literacy Narrative DUE (SLO 1, 2, 3, 4)W 9/21Peer Revision Workshop on Literacy Narrative (SLO 1) Instructor-Student Conferences Tuesday through Friday Bring questions about your draft of the Literacy Narrative6M 9/26BAE (p. 185-195): The Dark Art of Description by Patricia Hampl BAE (p. 93-109): Book Marks by Rebecca McClanahanW 9/28Literacy Narrative DUE, 1000 words (SLO 1, 2, 3, 4) 7M 10/3Prewriting for Response Essay (SLO 1) BAE (p. 345-356): On Seeing England for the First Time by Jamaica Kincaid BAE (p. 57-66): Silent Dancing by Judith Ortiz CoferW 10/5The Curious Writer (p. 39-74), Ch. 2: Reading as Inquiry 8M 10/10The Everyday Writer (p. 105-112), Critical Reading Preparation for Grammar & Style PresentationsW 10/12Critical Response Essay DUE, 1000 words (SLO 1, 2, 3, 4) Preparation for Grammar & Style Presentations9 M 10/17 The Curious Writer (p. 141-172), Ch. 5: Writing a Proposal Prewriting for Proposal Essay (SLO 1)W 10/19Grammar & Style Presentations (SLO 3) 10 M 10/24 Grammar & Style Presentations (SLO 3)W 10/26Peer Revision Workshop bring a rough draft of the Proposal Essay (SLO 1)11 M 10/31 Proposal Essay DUE, 1000 wordsW 11/2Prewriting for Argumentative Essay (SLO 1) The Everyday Writer (p. 126-146), Constructing Arguments12M 11/7BAE (p. 324-335): Whats Wrong with Animal Rights by Vicki Hearne W 11/9The Curious Writer (p. 173-220), Ch. 6: Writing an Argument 13 M 11/14BAE (p. 289-295): Shouting Fire by Alan M. Dershowitz BAE (p. 357-362): Our Vanishing Night by Verlyn KinkenborgW 11/16Peer Revision Workshop bring a rough draft of the Argumentative Essay (SLO 1)14 M 11/21Argumentative Essay DUE, 1750 words (SLO 1, 2, 3, 4)W 11/23The Curious Writer (p. 363-404), Ch. 10: Revision Strategies The Revision Process (SLO 1)15M 11/28In-class Essay #2: practice for Final Exam, 750 words W 11/30The Revision Process (SLO 1) FINALEXAM Sat 12/3Saturday, December 3, 8am to 10am, Room TBA16 M 12/5 In-class Essay #3: Reflect on the Semester, 750 words (SLO 4)W 12/7Last day of class     English 1A: Composition I, Section 21, Fall 2011 Page  PAGE 7 of  NUMPAGES 7   3 = I J Q [ `&'"WY/24~p~b~p~b~p~b~h5heH*aJ&nH tH h5he6aJ&nH tH h5heaJ&nH tH h5heCJOJQJh5he5CJOJQJ^Jh5he^Jh5he6$h5he5B*OJQJ^Jph+h5he5B*\^JaJnH phtH %h5heB*^JaJnH phtH he h5he&|DRkdL$$Ifl0 D%` P t%44 laRkd$$Ifl0 D%` P t%44 la $Ifgde $Ifgdegde 2 IRkd$$Ifl0 D%` P t%44 laRkd$$Ifl0 D%` P t%44 la $Ifgde $Ifgde2 3 D [ \ g | IRkd|$$Ifl0 D%` P t%44 la $Ifgde $IfgdeRkd0$$Ifl0 D%` P t%44 la| }   IRkd$$Ifl0 D%` P t%44 la $Ifgde $IfgdeRkd$$Ifl0 D%` P t%44 la  = _s!qY`gdegde & FxgdegdegdeRkd`$$Ifl0 D%` P t%44 la`'no bcy.z & Fgde 1$7$8$H$gde & F1$7$8$H$gdegdegdegdegdey.8>zNO[\]mnN O z Ɀ⚿}j~h5heUh5heB*nH phtH jh5heUh5he0Jjh5heUjh5heU h{he he5heh5he5 h5heh5heaJ&nH tH heaJ&nH tH / <#=#$n&') +U,J./00111212 & Fgde & p@ P d1$gdegdegde 0p@ 7$8$H$gdez { | !l!!!<#U#f#h#######$$$"$P$U$[$\$`$$$$$$%%/%}%%%%&m&n&&''֧֣֣֣֯֔֍֍֣֧֣֣֣֣֣֧֣ he56h5he56 he5heh5he51h5heB*CJOJQJ^JaJnH phtH jh5heU h5heh5he0Jjh5heUjWh5heU7''(J(n(((u)))))*Z*r*** +#+%+7+q++U,\,b,f,j,l,x,},~,,,,, -*-9-]--J.g.i.r..////0j000000:111112 2222222$33333ػjh5heU\jh5heU\h5he\ he5heh5he6h5he5 h5heJ12G2c2~222222 33s5779:::::; $$Ifa$gde$gdegdegdegdegdegde & p@ P d1$gde333344444,5-57V9W9}9~9999:z::::::::::I;j;u;;;;;;;;;;;;;<< <2<ʿʱʠʿʿʀ|ʑ|ʠʑ|ʠ|ʠheh5he5h9jmHnHu he6h!~he56h5he6h5he0Jj}h5heUjh5heU h5hejh5heU\h5he\h5he0J\jh5heU\0;;;;#;$;?;wnenen $Ifgde $Ifgdekd $$Ifl4F#80$    4 la?;@;B;I;;xooo $Ifgdekd $$IflF#80$    4 la;;;;;;xooff $Ifgde $IfgdekdY $$IflF#80$    4 la;;;;<<zqhqh $Ifgde $Ifgdekd $$IflF#80$    4 la<<< <a<zqqq $Ifgdekd} $$IflF#80$    4 la2<><E<G<_<`<a<m<<<<<<<<<<<<<<<<=== ="=/=G=Y=l=~=======d>e>o>r>>>>>>>>>>>>>>>?????????)?F?G? 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